The Effects of Teacher Relationships on Student Academic Achievement: A Second Order Meta-Analysis

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dc.contributor.authorGöktaş, Erkan
dc.contributor.authorKaya, Metin
dc.date.accessioned2024-10-04T18:58:53Z
dc.date.available2024-10-04T18:58:53Z
dc.date.issued2023
dc.departmentBayburt Üniversitesien_US
dc.description.abstractThis study aims to determine the correlational effect sizes between teacher relationships and student academic achievement. Teacher relationships were categorized as intrapersonal and interpersonal relationship types. Intrapersonal and interpersonal relationships are directed at different individuals. Intrapersonal relations refer to the inner life and thoughts of a teacher which are effective on the way of teaching and human relations. Interpersonal relations refer to social links between a teacher and the other people of the school community. The method of the study is second order meta-analysis. In this method, effect sizes of the first order meta-analyses are combined to get an average effect size score. Totally, 17 eligible first order meta-analyses are included in the study. The findings indicate that the correlational effect size between a positive teacher intrapersonal relationship and student academic achievement is positively small, positive teacher student relationship and student academic achievement is positively medium, a positive teacher school community relationship and student academic achievement is positively at a very large level. Also, correlational effect size representing a negative teacher intrapersonal relationship and student academic achievement is negatively medium, a negative teacher student relationship and student academic achievement is negatively small. As for moderator analyses, the variance of the effect sizes is statistically significant according to the positive relationship types and the publication types. In light of the findings some suggestions were made to improve teacher and school community relations that may help teachers and students to be more successful. © 2023, Ozgen Korkmaz. All rights reserved.en_US
dc.identifier.doi10.17275/per.23.15.10.1
dc.identifier.endpage289en_US
dc.identifier.issn2148-6123
dc.identifier.issue1en_US
dc.identifier.scopus2-s2.0-85146355352en_US
dc.identifier.scopusqualityQ3en_US
dc.identifier.startpage275en_US
dc.identifier.urihttps://doi.org/10.17275/per.23.15.10.1
dc.identifier.urihttp://hdl.handle.net/20.500.12403/4069
dc.identifier.volume10en_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherOzgen Korkmazen_US
dc.relation.ispartofParticipatory Educational Researchen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectsecond order meta-analysisen_US
dc.subjectstudent academic achievementen_US
dc.subjectteacher relationshipsen_US
dc.titleThe Effects of Teacher Relationships on Student Academic Achievement: A Second Order Meta-Analysisen_US
dc.typeArticleen_US

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